NURS 165

Medical Surgical Nursing 1 Theory

SPRING SEMESTER 2017

Instructors:

Debi Ingraffia-Strong PhD(c), MSN, RN

Lisa Dunkelberg MSN, RN

Linda Jacks MS, RN (Fallon)

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NURS 165: MEDICAL SURGICAL NURSING I THEORY

3 Credits: TheoryPrerequisite courses: Successful completion of first semester of nursing program.Corequisite courses: NURS 166R, and NURS167 Must pass NURS 165R, NURS 166R and

NURS 167 to continue in the nursing program. This series of courses must be repeated if the student is not successful with any of the three courses.

I. COURSE DESCRIPTIONTeaches students to safely perform intermediate nursing skills (therapeutic procedures) that are encountered in the care of hospitalized adult patients with common alterations in body systems. Emphasizes the critical elements of nursing procedures and the scientific rationale for performing the procedures safely.

II. COURSE OBJECTIVESA. Upon successful completion of the course the student will be able to:

1. Integrate research findings for evidence based practice that leads to best practice outcomes.

2. Utilize therapeutic communication skills when interacting with patients and their families.

3. Identify a patient's unique responses to selected illnesses and disorders across their lifespan.

4. Integrate cultural, family, environmental and developmental factors, which affect a patient's responses to illness and disorders, in a nursing plan of care.

5. Prioritize interventions using Maslow's hierarchy of needs in the plan of care for pediatric and adult patients responding to selected illnesses and disorders.

6. Manage the patient's care through collaboration with other healthcare professionals.7. Communicate and document accurate information to other healthcare professionals.8. Apply principles of patients' rights within the ethical/legal framework of nursing in a plan

of care.9. Demonstrate development of critical thinking skills through the use of the nursing

process for specific illnesses/disorders.10. Discuss nursing strategies that promote cost effective care.11. Recognize accountability for identification of self-learning needs and professional

development.12. Design a patient teaching guide for a specific illness that utilizes the principles of

teaching/learning.13. Develop a discharge plan of care for a patient that anticipates a patient's continuing health

care needs and the available community resources.

B. Linkage of the course to nursing program educational outcomes

Revised January 16, 2016 DI-S

Student Learning Outcomes1. Apply the nursing process in a caring manner to safely meet the holistic needs of patients across

the lifespan2. Utilize a broad range of communication skills to promote understanding3. Utilize a spirit of inquiry to integrate current evidence-based guidelines and nursing science when

making clinical practice decisions4. Apply concepts of caring, cultural sensitivity and respect for all persons5. Apply principles of teaching and learning to empower patients and families to effectively manage

healthcare6. Incorporate principles of collaboration and teamwork with patients, families and the health care

team to achieve patient centered care7. Provide and manage care that reflect the ethical values of nursing within professional standards

and legal parameters of the profession

III. METHODS OF INSTRUCTIONClassroom: Lecture/cooperative learning, problem posing, case studies, concept mapping; simulation

Learning Activities: designing a patient teaching guide, developing a clinical discharge plan for a community resource referral based on a site visit, and reporting on the medical and nursing care of a perioperative patient.

Materials: Required reading, audiovisual materials, assigned exercises; supplementary handouts, & course WNC online (canvas) enhanced for syllabus, assignments, email, discussion, Elsevier (Evolve) and ATI student resources.

IV. METHODS OF EVALUATION

Exam 1 100 pointsExam 2 100 pointsExam 3 100 pointsExam 4 100 pointsFinal Exam 100 pointsCumulative points from exams must total 373- equal to 75% in order for the additional points to count

500 possible points

HESI testing and remediation 35 points14 weekly EAQ quizzes (14 quizzes, 10 points each – the lowest quiz score will be dropped to total 130 possible points).

130 points

Patient teaching guide (PTG) (25 points)PTG presentation (25)

50

HESI Case Study; Patient Reviews

25

Perioperative case report 50Discharge referral plan and presentation 50Total Possible Points – Must attain at least 626 points in order to attain a passing grade of C and progress in the nursing program.

840 Total points

Course Grading Policy: The overall course grade is calculated by totaling all of the points earned from the exams and assignments. The points for the assignments will be

Revised January 16, 2016 DI-S

added for the final course grade after a total point score of 373 on the exams is achieved. If the 373 points is not achieved on the examinations, only the points earned on the exams will be used to determine the final grade. Please refer to the Nursing Program Student Handbook for objective criteria for theory grading and the grade distribution in nursing courses.

Total points for the course is 800. Students must have a cumulative score of at least 626 in order to receive a passing grade of C (75%) and progress within the nursing program.

Students must receive a grade of C or better in NURS 165R and a pass grade in NURS 166R and 167 in order to progress in the program. If the student is unsuccessful in any of these courses during the semester, all three courses must be repeated.

Evolve Adaptive Quizzing (EAQ):

The access information for EAQ is: Elsevier Adaptive Quizzing Elsevier Adaptive Quizzing COURSE ID: 157429_dingraffiastrong_1001 INSTRUCTOR: Debi Ingraffiastrong Elsevier Adaptive Quizzing for Medical-Surgical Nursing, 10e - May 2018 grads

Each week EAQ is assigned for student completion prior to class for credit. These are quiz questions that are linked to the chapter required readings. Students must be Students must be present in class to receive EAQ points, and if not completed prior to class no credit will be awarded. Students must attain a mastery level of 2 or attempt a minimum of 40 questions for quiz points to be credited. The lowest EAQ score will be dropped.

Withdrawal Policy: The last day to drop a course with a “W” is March 31, 2017 otherwise the grade earned for the course will be recorded.

Examinations: All exams will have cumulative content and incorporate material presented in lab. Exams are taken online in the WNC Computer lab (see course schedule for specific dates/times). Exams will start at 8:00 am sharp. Please be prompt. Class follows so those with accommodations and extra time allowed must schedule accordingly so that they are available to attend class on time following testing. Students will have one week from the time they receive their exam score to express concerns about an exam question or exam score. They should notify the appropriate faculty (each instructor who wrote the exam questions needing review) via e-mail. The faculty will schedule a time for test-review with the student during office hours.

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Any exam question, concern or debate regarding exam questions must be submitted via email to the appropriate faculty in APA format and rationale referenced per APA within one week of the exam for consideration. Any students caught cheating on an exam, quiz, or assignment will receive a 0. No exceptions. Refer to criteria for exam taking.

Assignments: Total: 150 points; a minimum of 112 points (75%) for assignments must be earned to pass the course.

Assignment 1: a. Patient Teaching Guide (PTG), 25 points & b. Demonstration/Presentation, 25 points—total 50 points

(due the scheduled day of the presentation)Assignment 2: Report: Perioperative case report—50 points (due 1 week following the second scheduled OR clinical day) Assignment 2: Report: Discharge Referral Plan/Presentation—50 points

(due May 7, 2017 midnight)Written assignments are to be posted in WNC online by midnight on the date designated by the instructor. Assignments submitted after the assigned due date will not be accepted. Exception to the policy could occur if a waiver is granted by the faculty prior to the due date due to a documented emergency situation. A grade of “0” will be entered for the late assignment, which may result in failure of the course.Refer to the student handbook for policies on legibility, completion of written assignments, and grading policies. APA format will be used for all references and citations when requested by instructor.Students are expected to abide by the WNC Code of Student Conduct in all of their classes http://www.wnc.edu/policymanual/3-4-4.htm Plagiarism is a particularly serious violation, as outlined in the WNC policy manual, Academic Integrity section of code #3-4-5. It will not be tolerated!Patient Teaching Guides are graded by the nursing faculty who observes the presentation. Perioperative Case Reports and Discharge Referral Plans are graded by your clinical instructor.Written work submitted late: Three points will be deducted for each school day the assignment is late unless prior arrangements have been made with the instructor.

HESI Resources & Integrated testing: End of course: Medical/Surgical Part I Integrated test: A 60 question test that evaluates the understanding of the musculoskeletal, cardiac, respiratory, endocrine, immune, integumentary, GI, GU systems.Following the HESI examination each student will review their color-coded report identifying strengths and weaknesses. If the student meets or exceeds the national score the full 35 points will be awarded. If not, the student has the opportunity to complete remediation based upon the identified areas of weakness. A minimum of 2 hours of remediation must be documented in the HESI system in order to earn 28 points or 80% of the possible points possible for this assignment. This assignment does not count towards

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the exam points for the course and are entered into the assignments portion of the course point’s distribution.

Med/Surg Case Studies and Patient Reviews of specific content are available throughout the semester through the Evolve student resources. This is a study aid and student resource for remediation of course content. Three are required for the student to complete for a total of 25 points.

WNC online (Canvas) Course RequirementsThis course utilizes WNC online (Canvas) to provide handouts and communicate with students. Students will need to have the skills necessary to use the internet and a basic understanding of how to download and print documents from the internet. You should also know how to use a word processor that will save in an .rtf or .doc or html format to type and submit papers via the web. Tutorial link and frequently asked questions and answers regarding this online platform are available at http://www.wnc.edu/wnconline/ Canvas technical support for faculty and student is available 24/7 by phone or text chat (855-308-2493). Canvas help can be accessed by clicking on the help link at the top right of the canvas home page.

V. RESOURCES

Lewis, S., Heitkekmper, M.E., Dirksen, S., O’Brien, P.G., Bucher, L. (2017). Medical-surgical nursing: Assessment and management of clinical problems (10th ed.) St. Louis: Mosby. and the companion CD

Doenges, M. E., Moorhouse, M.F., Murr, A.C. (2013). Nurse’s Pocket Guide: Diagnoses, Prioritized Interventions, and Rationales (13th ed.) Philadelphia: F.A. Davis Company.

Halter, M. J. (2017). Foundations of Psychiatric Mental Health Nursing (2017). St. Louis: Mosby

Lilley, L., Rainforth Collins, S., Harrington, S., & Snyder, J. (2016) Pharmacology and the Nursing Process (8th edition) St. Louis: Mosby

Manning L., & Zager, L (2014) Concepts Made Insanely Easy for Clinical Nursing! Duluth, GA: ICAN Publishing

Disability Support ServicesWestern Nevada College is committed to providing reasonable accommodations for all persons with disabilities. This syllabus is available in alternate formats upon request. If you have a disability that may have some impact on your work in this class and for which you may require accommodations, please see a staff member in Disability Support Services (Carson Campus, Cedar 209 or 775-445-4459 or susan.trist@wnc.edu) so that such accommodations can be considered. Students that receive accommodation letters,

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please meet with me to discuss the provisions of those accommodations as soon as possible.

VI. NURSING FACULTY INFORMATION

Debi Ingraffia-Strong MSN, RN Office: Cedar 231Professor of Nursing Office phone: 775-445-3334Deborah.Ingraffia@wnc.edu Cell phone: 775-901-0612

Lisa Dunkelberg Office: Cedar 227Nursing Instructor Office phone: 775-445-4409 Lisa.dunkelberg@wnc.edu Cell phone: 775-450-6865

Linda Jacks MS, RN Office: Fallon Nursing LabEmeritus Nursing Professor Cell phone: 775-336-7625Linda.Jacks@wnc.edu

Office hours are posted outside of office door and on the WNC website. Always available by appointment in office or on-line!Cell phone limitations: faculty may be contacted by cell phone during the hours of 6am to 8pm for emergency questions. Please use email for nonemergency communication. Emails will be returned within 24 hours or the next school day.

VIII. STUDENT RESPONSIBILITYThe student is responsible for knowing and following the policies and procedures of the college and the nursing program that define appropriate student behavior in NURS 165.The student is responsible for prompt communication with the instructor for any student concern or information needed to be successful in NURS 165.The student is responsible for acquiring the necessary technology skills needed to access WNC online for unit objectives, assignments and handouts, testing and communicate between the instructor and other students.The student is encouraged to request accommodations for a specific disability. The student needs to notify the instructor of appropriate accommodations. The student needs to coordinate the accommodations with Susan Trist (the DSS coordinator: phone 445-3275) located in Bristlecone, Room 103 as soon as possible to ensure timely and appropriate accommodations. Accommodation testing must be scheduled with consideration of class start time following exams.

WNC Attendance Policy:

Students are expected to attend all classes for which they have registered. An instructor may fail any student when the student has an excessive number of absences as identified in the course syllabus. In general, if a student misses a number of hours greater than the number of units to be earned in the course, this may be considered excessive.

For this course:

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Student absences will be acknowledged by each faculty member to determine if there is an ongoing problem. Absences will be dealt with on a one to one basis between the student, the instructors and the Director of Allied Health. Students must be present in class to receive EAQ points.

Classroom Community

It is important that each person that attends this class have all the opportunity possible to master this content. Every member of this class has the right to participate freely in the class activities without interruption or feeling insecure or insignificant. In order for this to occur, certain classroom conduct is expected. To following outlines behaviors that are expected of the students and instructors.

1. Each member of the community is important to that community as any other member.2. Every member of the classroom community deserves the right to speak his or her own

thoughts as long as those thoughts do not intentionally hurt another.3. No member of the community has the right to interfere in the exercise of another

member’s right to speak: when a member is speaking no one else should. 4. All members of the community are expected to attend class and become involved in the

topic of the day. The benefit of coming to class is in networking with your peers and coming to a better understanding of the topics discussed. Your attendance at class benefits all.

5. Because time is limited and much content is covered it is important that the class begin at the appointed hour. Those who arrive late have the following responsibilities:

a. Enter classroom prepared to participate. Do not make noise emptying book bags etc.

b. Take the first available seat near the door.c. Ask nearest student for directions as quietly as possible

6. The only learning materials allowed in the classroom are those directly related to the activities of the class. All other materials, cell phone, PDA’s newspapers, magazines must be put away. Shut off all cell phones. No texting allowed during class times! Computers are allowed to take lecture notes, however no other online activities (such as Facebooking) is allowed during lecture!

7. Trust and respect are expected for everyone in the classroom. Talking with your neighbor and making unnecessary noise will not be tolerated.

8. Your syllabus can answer all your questions about exams and classroom lecture schedule. We will not answer questions such as “What is on the exam?” We will cover exam topics as appropriate. Listen carefully. Recording lecture content is allowed for your use only. These recordings are not to be posted to any internet source.

9. Web conduct: This is web-enhanced course. Active participation on WNC online is required. Please check WNC online daily for new postings, announcements, etc. WNC online is an excellent tool to communicate with the instructor and other students. Please be respectful and post questions and material that is related to the classroom activities. Any negative comments not related to classroom topics should be communicated elsewhere.

10. Examples of misconduct during testing follow. Any student engaging in such behavior will be dismissed and receive a “0” grade for the quiz/exam.

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Being late! Using electronic communications equipment such as pagers, cellphones, iPod’s or

PDA’s Giving or receiving help during the quiz or examination or being suspected of

doing so Using prohibited aids, such as reference materials, websites, listening devices, or

recordings. Sharing information about the test and test questions with any unauthorized

person.

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NURS 165 LECTURE SCHEDULE ~ Spring 2017

Date 1st session9:00-10:20

Instructor Readings:Lewis

M=Manning

2nd session10:30-11:50

Instructor Readings:LewisATI

M=ManningWeek 11/23/17

Professional Nursing PracticePatient TeachingDischarge PlanningCommunity-based resources

Prof DI-S Chap. 1 & 4 Fluid & Electrolytes

Mrs. D EAQ 1Readings from IV lab moduleChap. 16M: pp. 9-20, 88, 90

Week 21/30/17

Preoperative CareIntraoperative care(OR Lab)

Prof DI-S Chap. 17, 18, 19 Postoperative Care

Prof DI-S EAQ 2Chap. 17, 18, 19M: 6-7,76-78, 81,

Week 32/6/17

Exam 1Computer room 8-9:30Class begins at 10:30 promptly

Hematology Mrs. D EAQ 3Chap. 29 & 30

Week 52/13/17

Inflammatory Process & Wound Healing

Mrs. D HandoutsChap. 11M:78

Immune Process

Mrs. D EAQ 4Chap. 13

Week 42/20/17

PRESIDENTS HOLIDAY

Week 62/27/17

Respiratory (Lower respiratory problems -Pneumonia, TB)

Mrs. D Chap 25 (review)Chap. 26 pp. 480-481(Influenza)Chap. 27 pp. 499-528M: 26-28

Respiratory (Lower respiratory problems –COPD, etc.)

Mrs. D EAQ 5Chap. 28 pp. 543 (COPD) – 576Chap. 16 (acid-base balance)

Week 73/6/17

Cardiovascular Care (CAD, Htn, Chronic Stable Angina)

Prof DI-S Chap. 31, 32Chap. 33 pp. 730-718, 726-728

CardiovascularCare (Vascular disorders, PVD, etc.)

Prof DI-S EAQ 6Chap 37M:29-32

Week 83/13/17

Exam 2Computer room 8-9:30Class begins at 10:30 promptly

GI (Surgical bowel, Post-op bowel, Resection, etc.)

Mrs. D EAQ 7Chap. 38Chap. 39 pp. 854-890Chap 42

SPRING BREAK (3-20-17 thru 3-26-17)

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Date 1st session9:00-10:20

Instructor Readings:Lewis

M=Manning

2nd session10:30-11:50

Instructor Readings:Lewis

M=ManningWeek 93/27/17

GI (Chole, Appy, Pancreatitis, Diverticulitis)

Mrs. D Chap. 42Chap. 43 pp.1003-1010

GI (GERD, PUD, Hiatal hernia, etc.)

Mrs. D EAQ 8Chap. 41 pp. 893-897; 900-927M: 79-80

Week 10

4/3/17

Endocrine(Diabetes)

Prof DI-S Chap. 47Chap. 48 pp. 1120-1142, 1146-1154

Endocrine(Hypo/Hyper-thyroid)

Prof DI-S EAQ 9Chap. 49 pp. 1162-1170M: 44-53

Week 11

4/10/17

Exam 3Computer room 8-9:30Class begins at 10:30 promptly

Metabolic SyndromeConcept MapsCase Studies

Prof DI-S EAQ 10Handouts and reviewLewis p. 706; 890-892

Week 12

4/17/17

Neuro(Migraines, PD, Seizures)

Mrs. D Chap. 55Chap 58 pp. 1368-1382; 1387-1393

Neuro (CVA, TIA)

Mrs. D EAQ 11Chap. 57M: 37-38

Week 13

4/24/17

HESI Integrated testingComputer room 8-9:30Class begins at 10:30 promptly

MS (Osteoarthritis, Osteoporosis, gout)

Prof DI-S EAQ 12Chap. 61, 62, 63Chap. 65 pp. 1517-1524; 1532-1534M: 60-62

Week 14

5/1/17

Exam 4Computer room 8-9:30Class begins at 10:30 promptly

MS(Fractures, surgical repair, tx)

Prof DI-S EAQ 13Chap. 61, 62, 63Chap. 65 pp. 1517-1524; 1532-1534M: 60-62

Week 15

5/8/17

MS (surgical hip/knee/back)

Prof DI-S Chap. 61, 62,63Chap. 65 pp. 1517-1524; 1532-1534M: 60-62

Culturally competent careHolistic CareStress & Stress Mgt

Prof DI-S EAQ 14Chap. 2, 6

1:00-4:00pm Discharge paper presentations (Cedar nursing lab)Business-casual dressProf DI-S & Mrs. D.

Finals Week

Cumulative Final Exam May 15, 2017 8:00-10:00 Computer Lab

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WESTERN NEVADA COLLEGENURS165—Medical Surgical Nursing I

Assignment: 50 points

Community-Based Resource Site Visit For Referral Determined During Discharge Planning

Essential components of discharge planning include assessing the strengths and limitations of the patient, the family or support person, and the environment; implementing and coordinating the plan of care; considering individual, family, and community resources; and evaluating the effectiveness of care (Potter, et al, 2017). As a nursing student, you will need to learn how to ensure that referrals are made to agencies such as home healthcare or social services which provide support and assistance during the patient’s recovery period when discharged from an acute care facility.

Steps you will need to complete to select a community-based resource site to visit: 1. Select a patient who is being discharged by asking the case manager or a staff nurse.2. Visit the patient and explain your assignment and collect appropriate data.3. Review the resources that are available within a particular community for a patient with a

case manager at the hospital where you have your medical/surgical clinical rotation. 4. Identify the appropriate services available to the patient in his/her community.5. Select an agency to visit which provides specific services for a health problem that the

patient has.6. Contact the resource site and arrange a time to visit.7. Visit the site and collect data to determine if the patient will receive the needed care.

Once you have made your visit, write a report following the grading rubric attached. Each topic is worth 10 points and correct APA style is worth 10 points for a total of 50 points.

The assignment is due one week after completion of the site visit but no later than May 7, 2017 midnight. Submit as a word document in the assignment drop box on WNC (canvas) online by midnight on the assigned day. Assignments submitted after the assigned due date will not be accepted.

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Discharge Paper and Presentation Grading Rubric

Learning OutcomesCritical Elements

Non-performanceInformation incorrect,

confusing, disorganized, incomplete

SatisfactoryInformation correct.

Missing content

ProficientCorrect information clearly written in a

concise manner. Missing content.

ExceptionalCorrect information clearly written in a concise manner. All

areas completed.1. Describes the biographical data and reason for hospitalization for the selected patient

Below 3.75*_________

3.75, 4 4.25, 4.5 4.75 5

2. Discusses who participated in the development of the dischargeplan of care

Below 3.75*_________

3.75, 4 4.25, 4.5 4.75, 5

3. Explains patient’s involvement in the decision making and concerns. Explains the needed services to be provided (reason for the referral)

Below 3.75*_________

3.75, 4 4.25, 4.5 4.75, 5

4. Identifies the accessibility of the service for the patient and if any special arrangements need to be made.

Below 3.75*_________

3.75, 4 4.25, 4.5 4.75, 5

5. Describes the agency: contact person, types of services provided, client population, eligibility criteria, operating hours and general overview of fees required, access to an interpreter & other accommodations

Below 3.75*_________

3.75, 4 4.25, 4.5 4.75, 5

6. Identifies desired outcomes from services for patient

Below 3.75*_________

3.75, 4 4.25, 4.5 4.75, 5

7. Discusses first impression of the quality of the interview & the services provided by facility. Reflects on what was learned from this learning assignment

Below 3.75*_________

3.75, 4 4.25, 4.5 4.75, 5

8. Presentation: engagement, business/casual dress, professionalism

Below 3.75*_________

3.75, 4 4.25, 4.5 4.75, 5

Uses correct APA style for citing of references & reference list.10 points total

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NURS 165/167Peri-operative Case Report Rubric

Peri-operative Paper Data Form(due 1 week following your second scheduled OR clinical experience)

Points Follow a patient through the perioperative period and write a report using the following rubric. This is a paper – utilizing APA format. Tables may be included to synthesize data.

5 Report must be typed in narrative form following outline below, cite and reference list per APA.4 In one paragraph reflect on what you learned from this experience including communication, relationships, and teamwork

between the OR staff, physicians and ancillary personnel.4 PATIENT GENERAL INFORMATION

1. gender2. age3. ethnicity4. medical diagnosis5. surgical procedure6. any vision, hearing impairment, language barrier7. any disabilities8. allergies (note reaction)

8 PATHOPHYSIOLOGY AND CONTRIBUTING FACTORSa. Description of pathophysiology underlying patient’s medical diagnosis and indication for surgery.b. Medical history related to diagnosis and/or contributing to risks (co-morbidities).

2 SPECIFIC PREOPERATIVE ORDERS AND PREPARATIONa. Medications – include IV solutionsb. Dietc. Urinary status: voided prior to surgery_____catheterized in OR_____Indwelling catheter_____.d. Pre-operative teachinge. Consent signed

2 INTRAOPERATIVE CAREa. Skin prep: agent and locationb. Time outc. Position during procedure and nursing considerationsd. Brief description of surgical procedure

5 List of the type of anesthetics used and adjunct drugs given; anticipated nursing interventions based upon the effects of anesthesia and related drugs.

7 POSTOPERATIVE CARE FOR THIS TYPE OF PROCEDUREa. List of post-op physician ordersb. Specific measures for this patient: airway_____, O2 l/min_____, positioning_____, dressings____, active warming_____, pain control_____, NG tubes_____, drains_____, immobilizer_____, other_____________________

4 IDENTIFY ANY COMPLICATIONS from the list below that occurred or may occur during the postoperative recovery and explain the interventions employed by the staff (See Lewis test)Tongue falling back_____, retained secretions_____, Atelectasis_____, Dyspnea_____, Apnea_____, Laryngospasm_____, bronchospasm_____, hypoventilation_____, pulmonary edema_____, aspiration_____, hypotension_____, hypertension_____, arrhythmias_____, emergence delirium_____, delayed awakening_____, hypothermia_____, hyperthermia_____, pain location and scale_____, nausea_____, vomiting_____, bleeding_____, wound dehiscence_____, wound evisceration_____, other______________________________________

4 VITAL SIGNSPreoperative B/P, P, R, Temp, O2 sat, PainIntraoperative B/P, P, R, Temp, O2 sat, PainPostoperative B/P, P, R, Temp, O2 sat, PainPatient transferred or when you leave B/P, P, R, Temp, O2 sat, Pain

5 Appropriate For Patient:Anticipated NANDA Nursing DiagnosesList PCs

50 Total points possible

Comments:

Instructor:______________________________________________________________________

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NURS 165/166 - Medical-Surgical Nursing IGrading Rubric for Patient Teaching Demonstration

(due semester week 8 during lab session)

1 Point 2 Points 3 Points 4 Points 5 Points

Teaching plan is disorganized, unclear

Teaching plan is not clear and is poorly organized

Teaching plan is somewhat clear with key information missing

Teaching plan is clear, concise but key information is missing

Teaching plan is clear, concise, creative and comprehensive

Learner outcomesare incomplete, difficult to understand andinappropriate to the subject being taught

Learner outcomes are not complete and are inappropriate to the subject being taught

Learner outcomes are not complete and are somewhat appropriate to the subject being taught

Learner outcome(s) are not complete but are appropriateto the subject being taught

Learner outcomes are comprehensive and appropriate to the subject being taught

Teaching strategy is not clear. Teaching strategy and format are inappropriate to the subject.

Teaching strategy is higher or lower level and not the best format for teaching the subject.

Teaching strategy is appropriate level but not the best format for teaching the subject.

Teaching strategy is appropriate level and format for the subject.

Message is complicated, inconsistent and not enhanced with photos or graphics

Message is complicated and inconsistent – enhanced with a few photos

Message is simple, not enhanced photos or graphics

Message is simple, somewhat creative and enhanced with a few photos and graphics

Message is simple yet creative and enhanced with photos and graphics

Poorly presented ; significantly <or> appropriate grade level; Lacks resources and references

Written at either <or> 5-6 grade level; Lacking resources and references

Written @ greater than 5-6 grade levelLacking either resources or references

Written @ greater than 5-6 grade levelResources includedMaterial referenced

Written @ 5-6 grade levelResources includedMaterial referenced

Written Teaching Plan and Patient Teaching Guide: 25 PointsDemonstration of Teaching Plan: 25 Points

(bring printed copy to class for the PTG presentation)

1 Point 2 Points 3 Points 4 Points

Does not consider patient’s readiness to learn, uses inappropriate words, phrases and body language and does not consider patient’s culture

Considers patient’s readiness to learn but does not consistently use positive words, phrases and body language. Considers patient’s culture

Determines patient’s readiness to learn, uses positive words, somewhat unaware of body language, considers patient’s culture

Determines patient readiness to learn, uses positive words, phrases and body language, considers patient’s culture

Ineffectively discusses learning outcomes with the patient at the beginning of the presentation but does not consider patient’s abilities, lifestyle or resources

Effectively discusses learning outcomes with the patient at the beginning of the presentation and considers < 1 of patient’s abilities, lifestyle or resources

Effectively discusses learning outcomes with the patient at the beginning of the presentation and considers patient’s abilities but considers only 2 of abilities, lifestyle or resources

Effectively discusses learning outcomes with the patient at the beginning of the presentation to make sure they are appropriate for the patient’s abilities, lifestyle and resources

Uses inappropriate teaching strategies that are not supported by the patient teaching guide

Uses teaching strategies that reflect the patient’s ability to learn and are supported by written material within < 74% of the patient teaching guide

Uses teaching strategies that reflect the patient’s ability to learn and are supported by written material within 75-89% of the patient teaching guide

Uses teaching strategies that reflect the patient’s ability to learn and are supported by written material with 90-100% of the patient teaching guide

Teaching does not flow in a logical progression with minimal active learning and ongoing feedback to the patient.

Teaching flows in a logical progression with active learning and ongoing feedback to the patient< 74% of the time

Teaching flows in a logical progression with active learning and ongoing feedback to the patient 75-89% of the time

Teaching flows in a logical progression with active learning and ongoing feedback to the patient 90-100% of the time

Teaching is poorly evaluated and documented with<70% accuracy

Teaching is evaluated and documented with 70-74% accuracy.

Teaching effectiveness is evaluated and documentedwith 75 – 89% accuracy

Teaching effectiveness is evaluated and documented with 90 – 100 % accuracy

Teaching inhibits active involvement by the learner

Teaching promotes minimal active involvement by the learner

Teaching promotes some active involvement by the learner

Teaching promotes consistent, active involvement by the learner

Professionally presented: (1 point possible) WNC uniform worn Clear, complete, concise

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Comments:

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